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外研版六年级下册英语8 Unit 1 Why do you have cups on 教案与反思

外研版六年级下册英语8 Unit 1 Why do you have cups on 教案与反思
外研版六年级下册英语8 Unit 1 Why do you have cups on 教案与反思

Module 8

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玉壶存冰心,朱笔写师魂。——冰心《冰心》

Unit 1 Why do you have cups on your heads?

教材分析本模块的教学内容主要是在学习why和because的用法,特别是其在现在进行时态中的运用。小学阶段学过的四个时态,一般现在时、

一般过去时、一般将来时和现在进行时,在本模块全部体现。重点讨

论有关棒球比赛的信息,由“cup”和“cap”引起话题,询问原因,

找答案,为时态学习做了一个很好地总结,为下一模块的深入学习奠

定了基础。

模块教学目标一、知识目标

熟练掌握本模块的重点单词、短语和句型,了解并掌握why和because的使用语境。并能用过去式的语言对过去发生的事情进行描

述。

二、能力目标

能够用英语描述情境,用why和because询问原因和作答。

三、情感目标

1. 鼓励学生勇于面对学习英语中所犯的错误,培养学生勇于面对

困难的勇气和信心。

2. 培养学生学习英语的兴趣,鼓励敢于开口说英语,不怕犯错误。

3. 培养学生自主学习英语的能力,以及用英语思维分析问题和

解决问题的能力,以及做事要养成仔细认真的习惯。

教学重点及难点教学重点:掌握重点词汇和句型;

能用“Why … ?”对不理解的事情进行询问并回答。

教学难点:综合运用一般现在时态、现在进行时态和一般过去时态。教学辅助PPT,课文动画及相关视频,单词卡片等

教学策略采用任务型教学,让学生带着任务在教师的指导下感知、体验、实践、参与和合作。

教学过程

第一课时教学设计

教材分析

该课内容围绕玲玲听错“cap”和“cup”,而拿来一些杯子而展开教学。本课是《新标准英语》六年级下册第八模块第一单元的教学

内容,重点是通过课文让学生学习why和because的用法,同时巩固

之前学习的四种时态。

课时教学目标一、知识目标

1. 学生能掌握并运用单词baseball, cup, planned, mistake并能

区分单词cup, cap.

2. 学生能够能运用 Why do you have cups on your heads? Why are

you laughing? 等型来询问不理解的事情的原因,同时巩固之前学习

的四种时态。

二、能力目标:

1. 熟练掌握本节课的单词、短语和句型,能够用why和because进

行询问和作答。

2. 能熟练地朗读课文,注意模仿语音语调。

3. 在听、说、读、演、做的过程中,学习语言,培养学生的综合能

力。

三、情感目标:

1.鼓励学生勇于面对学习英语中所犯的错误,培养学生勇于面对困

难的勇气和信心。

2.培养学生学习英语的兴趣,鼓励敢于开口说英语,不怕犯错误。教学重点与难点重点:能用“Why … ?”对不理解的事情进行询问并回答。难点:

综合运用一般现在时态、现在进行时态和一般过去时态。

教学辅助人物头饰,杯子,帽子,多媒体课件、单词卡

教学策略采用任务型教学,让学生带着任务在教师的指导下感知、体验、实践、参与和合作。

教学内容(含时间设置)教学活动

设计意图教师活动学生活动

Step 1: Warm up 1.Greeting .(师生打招呼)

2.Sing and act out.(唱并做动作)

One little finger

以简单地打招呼导入,营

造了说英文的氛围。轻松

愉快的歌曲既调动课堂

氛,同时复习了head,

nose, eye, mouth,等单

词。

(about 3 minutes)

Step 2: Lead in

1. 学习Activity 1

T:Sam wants to go to school. But he can’

t ind his ba.

提出问题:Where’s Sam’s bag? Let’s

help him to find.

播放SB Unit1 活动1的动画,请学生看

动画理解语境并找出问题的答案。It’s

under his bed.

T:We help Sam to find his bag. But do

you know what’s in Sam’s bag ? Le’

s come into the next story.

由第一部分按照事情发

展的顺序展开学习,以问

题为主线,一步一步深入

发问。

(about 3 minutes)

Step 3: Presentation 1. 整体感知,找出问题

T: Sam took his bag into the classroom.

He saw his friends. They had caps on

their heads. At the moment Sam was

由Sam最为主线来串起

整个故事。按照故事发展

的顺序,循序渐进地学习

课文。符合学生的接受和

女读-个人读等方式。

3. 自读第三部分,了解Lingling犯错的原因

T: Amy asked Lingling to bring caps but Lingling brought cups. Why ?

Why did Lingling bring cups ? Please read part 3, and find out the

answer .(可让学生用汉语表达)

T:Lingling made mistakes with English words. 该部分出示cap和cup的直观对比,让学生对Lingling犯的错误一目了然。What did Sam say?

让学生找出答案,学习mistake。

4.解决最初问题: what’s in Sam’s bag?Just now Sam took his bag into school. We don’t know what’s in Sam’s bag. Now S am opens his bag. Let’s look at Q4: What’s was in Sam’s bag ?

Q5: What did they do at last ?

学生再次读第三部分,寻找两个问题的答案。

教师用身体语言来展示put … on 的含义。

5.简单地德育渗透

T: What have you learnt from this story ?让学生谈一谈学完此篇课文后,自己的感受体会。教师给以简单总结。

6.Listen and repeat

跟读时,教授smiled,said两个单词。

Step 4:

Practise and

consolidation

1.

通读完课文,出示文中activity3图片,

让学生自由讨论并回答。

2.复述课文retell the story.

学生跟读完课文后小组中练习阅读,出示

故事梗概图片和提醒语句,让学生尝试对

课文进行复述。

3听问句,回答问题。

该练习利用听力的方式来提问

why … ? 听一遍后,全班一起看图将问

题读出来,并请多个学生用because回答

问题。

4. 请学生先朗读示例,后将答案写到书

中,完成书写之后两人一组,对练习的内

容进行回答。请部分学生展示。复述课文巩固所学知识。

通过这两个活动,锻炼学生的听、说、读、写能力,并深入练习了本课的重点语句。

(about 13 minutes)

Step 5: Emotional Education 在学习英语过程中,大家或多或少会出现

一些语言错误。出现错误不可怕,我们应

该勇于面对学习英语中所犯的错误,学会

总结自己的语言错误,在今后的学习中多

加注意。

失败是成功之母,直面失败,我们会不断

地哪里,直到成功。

对学生进行情感教育,培

养他们勇于面对错误,认

真、自信的品格。

(about 2 minutes)

Classroom Assessment Language Encouragement

Stickers

通过不同的奖励形式,有

效激发学生学习英语的

兴趣,让学生在英语课堂

【素材积累】

不怕你不懂不会,旧怕你不学不干。笛里谁知壮士心,沙头空照征人骨。摘避风的港湾里,找不到昂扬的帆。如果爱,请深爱;如不爱,请离开。富人靠资本赚钱,穷人靠知识致富。

上想说,敢说。

Blackboard

Design Module 8 Unit 1 Why do you have cups on your head?

We planned to play a baseball game.

Amy asked Lingling to bring some caps for the game.

Lingling brought some cups.

It ’s easy to make mistakes with English word s.

家庭作业:

1. Retell the story to your parents or friends.(for all the students)

2. Use “Why are you … ? Because … .”to write a dialogue.

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